In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. This book explores four contemporary approaches to using learning gains to evaluate the effectiveness of teachers and schools.
In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. This book explores four contemporary approaches to using learning gains to evaluate the effectiveness of teachers and schools.
PART ONE: ORIGINS AND UNDERPINNINGS Beginnings and Introduction - Jason Millman and H Del Schalock PART TWO: THE OREGON WORK SAMPLE METHODOLOGY Oregon s Teacher Effectiveness Work Sample Methodology - Bill Cowart and David Myton Rationale and Background Oregon s Teacher Effectiveness Work Sample as Used at Western Oregon State College - H Del Schalock, Mark Schalock and Gerald Girod Oregon s Teacher Effectiveness Work Sample Methodology - Peter W Airasian Potential and Problems Oregon s Teacher Effectiveness Work Sample Methodology - Daniel L Stufflebeam Educational Policy Review Reflections on Comments by Professors Airasian and Stufflebeam - H Del Schalock, Mark Schalock and Gerald Girod PART THREE: THE DALLAS VALUE-ADDED ACCOUNTABILITY SYSTEM In the Beginning - Luvern L Cunningham The Dallas Value-Added Accountability System - William J Webster and Robert L Mendro Value-Added Productivity Indicators - Yeow Meng Thum and Anthony S Bryk The Dallas System On Trial - Gary Sykes The Dallas Value Added Accountability System Little Practical Difference and Pie in the Sky - William J Webster et al A Response to Thum and Bryk and a Rejoinder to Sykes PART FOUR: THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM The Impetus for Tennessee s Value-Added Assessment System - Patricia E Ceperley and Kip Reel The Tennessee Value-Added Assessment System - William L Sanders, Arnold M Saxton and Sandra P Horn A Quantitative Outcomes-Based Approach to Educational Assessment TVAAS - Richard B Darlington A Challenge to Familiar Assessment Methods Response to the Reviewers - William L Sanders et al PART FIVE: THE KENTUCKY INSTRUCTIONAL RESULTS INFORMATIONS SYSTEM Historical Background - Doris Redfield and Roger Pankratz The Kentucky School Accountability Index Ronald K Hambleton - Neal Kingston and Ed Reidy Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994 Overview and Assessment of the Kentucky Instructional Results Informations System - Daniel L Stufflebeam KIRIS Meets the Critics - Neal Kingston and Ed Reidy A Little Light and Much Heat PART SIX: SYNTHESIS AND PERSPECTIVES How Do I Judge Thee? Let Me Count the Ways - Jason Millman Toward What End? - Linda Darling-Hammond The Evaluation of Student Learning for the Improvement of Teaching The Moth and the Flame - W James Popham Student Learning as a Criterion of Instructional Competence
PART ONE: ORIGINS AND UNDERPINNINGS Beginnings and Introduction - Jason Millman and H Del Schalock PART TWO: THE OREGON WORK SAMPLE METHODOLOGY Oregon s Teacher Effectiveness Work Sample Methodology - Bill Cowart and David Myton Rationale and Background Oregon s Teacher Effectiveness Work Sample as Used at Western Oregon State College - H Del Schalock, Mark Schalock and Gerald Girod Oregon s Teacher Effectiveness Work Sample Methodology - Peter W Airasian Potential and Problems Oregon s Teacher Effectiveness Work Sample Methodology - Daniel L Stufflebeam Educational Policy Review Reflections on Comments by Professors Airasian and Stufflebeam - H Del Schalock, Mark Schalock and Gerald Girod PART THREE: THE DALLAS VALUE-ADDED ACCOUNTABILITY SYSTEM In the Beginning - Luvern L Cunningham The Dallas Value-Added Accountability System - William J Webster and Robert L Mendro Value-Added Productivity Indicators - Yeow Meng Thum and Anthony S Bryk The Dallas System On Trial - Gary Sykes The Dallas Value Added Accountability System Little Practical Difference and Pie in the Sky - William J Webster et al A Response to Thum and Bryk and a Rejoinder to Sykes PART FOUR: THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM The Impetus for Tennessee s Value-Added Assessment System - Patricia E Ceperley and Kip Reel The Tennessee Value-Added Assessment System - William L Sanders, Arnold M Saxton and Sandra P Horn A Quantitative Outcomes-Based Approach to Educational Assessment TVAAS - Richard B Darlington A Challenge to Familiar Assessment Methods Response to the Reviewers - William L Sanders et al PART FIVE: THE KENTUCKY INSTRUCTIONAL RESULTS INFORMATIONS SYSTEM Historical Background - Doris Redfield and Roger Pankratz The Kentucky School Accountability Index Ronald K Hambleton - Neal Kingston and Ed Reidy Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994 Overview and Assessment of the Kentucky Instructional Results Informations System - Daniel L Stufflebeam KIRIS Meets the Critics - Neal Kingston and Ed Reidy A Little Light and Much Heat PART SIX: SYNTHESIS AND PERSPECTIVES How Do I Judge Thee? Let Me Count the Ways - Jason Millman Toward What End? - Linda Darling-Hammond The Evaluation of Student Learning for the Improvement of Teaching The Moth and the Flame - W James Popham Student Learning as a Criterion of Instructional Competence
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